Lesson 33 Education
课文：
1. Education is one of the key words of our time.
·句子类型：简单句（主系表结构）
·核心结构：主语 (Education) + 系动词(is) + 表语 (one of the key words) + 后置定语 (of our time)
·语法要点：① one of + 可数名词复数，表“…… 之一”，谓语动词用单数；② of our time 为介词短语作后置定语，修饰 the key words。
·释义：教育是我们这个时代的关键词之一。
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2. A man without an education, many of us believe, is an unfortunate victim of adverse circumstances, deprived of one of the greatest twentieth-century opportunities.
·句子类型：简单句（主系表结构，含插入语 + 过去分词作状语）
·核心结构：主语 (A man) + 插入语(many of us believe) + 系动词 (is) + 表语(an unfortunate victim) + 后置定语 / 状语(of adverse circumstances/deprived of...)
·语法要点：① without an education 为介词短语作后置定语，修饰 A man；② many of us believe 为插入语，可置于句首 / 句尾，不影响句子主干；③ of adverse circumstances 修饰victim；④ deprived of... 为过去分词短语作伴随状语，逻辑主语为 A man，表 “被剥夺……”；⑤ twentieth-century 为复合形容词，修饰 opportunities。
·释义：我们许多人都相信，一个没有受过教育的人，是逆境的不幸牺牲品，被剥夺了 20 世纪最珍贵的机会之一。
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3. Convinced of the importance of education, modern states 'invest'in institutions of learning to get back 'interest' in the form of a large group of enlightened young men and women who are potential leaders.
·句子类型：复合句（分词作状语 + 定语从句+ 主句主谓宾）
·核心结构：状语 (Convinced of...) + 主句(modern states invest in... to get back...) + 定语从句 (who...)
·语法要点：① Convinced of... 为过去分词短语作原因状语，逻辑主语为 modern states，表“因深信……”；② invest in 为固定搭配，表“投资于……”；③ to get back 'interest'为不定式作目的状语，表投资的目的；④ in the form of... 为介词短语作方式状语，修饰 get back；⑤ who 引导限制性定语从句，修饰 young men and women，who在从句中作主语。
·释义：现代国家深信教育的重要性，对教育机构进行投资，以期培养出大批有见识、有望成为未来栋梁的青年男女，以此作为投资的 “回报”。
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4. Education, with its cycles of instruction so carefully worked out, punctuated by textbooks--those purchasable wells of wisdom--what would civilization be like without its benefits?
·句子类型：特殊疑问句（含插入语 / 同位语，主干为特殊疑问句式）
·核心结构：插入成分(Education...punctuated by textbooks...) + 特殊疑问句 (what would civilization be like...?)
·语法要点：① with its cycles...worked out 为介词短语作后置定语，修饰 Education，so carefully 为副词短语修饰worked out；② punctuated by textbooks 为过去分词短语作后置定语，与前文 with 结构并列修饰 Education；③破折号后those purchasable wells of wisdom 为 textbooks 的同位语，起解释说明作用；④疑问句主干为what would...be like，表 “…… 会是什么样子”，without its benefits 为介词短语作条件状语，its 指代Education。
·释义：教育的教学周期经过精心规划，又以教科书 —— 那些可以购得的智慧源泉 —— 为辅助手段，倘若没有教育带来的种种益处，人类文明会是何种模样？
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5. So much is certain: that we would have doctors and preachers, lawyers and defendants, marriages and births--but our spiritual outlook would be different.
·句子类型：复合句（主句主系表 + 同位语从句）
·核心结构：主句 (So much is certain) +冒号 + 同位语从句 (that...but...)
·语法要点：① So much 作主语，表“至少这些情况”，谓语用单数；②冒号后that 引导的从句为同位语从句，解释说明 certain 的具体内容，that不可省略；③从句中用and 连接多个并列名词，表列举，but 表转折，引出对比内容。
·释义：至少有一点是肯定的：我们依然会有医生和牧师、律师和被告、婚姻和生育 —— 但人们的精神境界将会截然不同。
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6. We would lay less stress on 'facts and figures' and more on a good memory, on applied psychology, and on the capacity of a man to get along with his fellow-citizens.
·句子类型：简单句（主谓宾结构，含并列介词短语）
·核心结构：主语 (We) + 谓语(would lay) + 宾语 (less stress/more stress) + 并列介词短语 (on...)
·语法要点：① lay stress on 为固定搭配，表“重视……”，句中省略了第二个 stress，构成 lay less stress on...and more on... 结构，表 “更少重视……，更多重视……”；②后接三个并列的on 短语，表重视的对象，其中 of a man 修饰the capacity，to get along with... 为不定式作后置定语，修饰 the capacity。
·释义：人们不会再重视 “资料和数据”，而是会更加注重良好的记忆力、实用心理学，以及与人相处的能力。
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7. If our educational system were fashioned after its bookless past, we would have the most democratic form of 'college' imaginable.
·句子类型：复合句（虚拟条件状语从句 + 主句）
·核心结构：条件状语从句 (If...) + 主句(we would have...)
·语法要点：①本句为对现在的虚拟，从句用 were done 结构，主句用would + 动词原形；② fashion after 为固定搭配，表“仿效…… 制作；以……为蓝本”；③ imaginable 为形容词作后置定语，修饰 form，表 “可以想象得出的”。
·释义：如果我们的教育制度以无书籍的古代教育为蓝本，我们将会拥有一种能想象到的最民主的 “大学”教育形式。
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8. Among tribal people all knowledge inherited by tradition is shared by all; it is taught to every member of the tribe so that in this respect everybody is equally equipped for life.
·句子类型：并列复合句（分号连接，后句含目的状语从句）
·核心结构：分句 1 (Among...all knowledge...is shared by all) + 分号 + 分句2 (it is taught...so that...)
·语法要点：① Among tribal people 为介词短语作地点状语；② inherited by tradition为过去分词短语作后置定语，修饰 all knowledge；③分句1、2 均为被动语态，it指代 all knowledge；④ so that 引导目的状语从句，表 “以便……”；⑤ in this respect 为介词短语作状语，表 “从这个意义上讲”；⑥ be equipped for 为固定搭配，表“具备…… 的能力；为……做好准备”。
·释义：在部落中，所有由传统传承的知识为全体族人共享，并且传授给每一个部落成员；因此，从这个角度来说，每个人都拥有平等的生活本领。
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9. It is the ideal condition of the 'equal start' which only our most progressive forms of modern education try to regain.
·句子类型：复合句（主句主系表 + 定语从句）
·核心结构：主语 (It) + 系动词(is) + 表语 (the ideal condition) + 定语从句 (which...)
·语法要点：① It 为指示代词，指代前文部落教育的状态；② of the 'equal start' 为介词短语作后置定语，修饰 the ideal condition；③ which 引导限制性定语从句，修饰 the ideal condition of the 'equal start'，which 在从句中作regain 的宾语。
·释义：这正是我们最先进的现代教育形式试图恢复的 “平等起步”的理想状态。
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10. In primitive cultures the obligation to seek and to receive the traditional instruction is binding to all.
·句子类型：简单句（主系表结构）
·核心结构：状语 (In primitive cultures) + 主语 (the obligation) + 后置定语(to...) + 系动词 (is) + 表语(binding) + 状语 (to all)
·语法要点：① to seek and to receive... 为并列不定式作后置定语，修饰 the obligation；② be binding to sb 为固定搭配，表“对某人具有约束力”。
·释义：在原始文化中，寻求并接受传统教育的义务对每一个人都具有约束力。
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11. There are no 'illiterates'--if the term can be applied to peoples without a script--while our own compulsory school attendance became law in Germany in 1642, in France in 1806, and in England in 1876 and is still nonexistent in a number of 'civilized' nations.
·句子类型：并列复合句（破折号插入语 + while 引导对比状语从句）
·核心结构：主句 (There are no 'illiterates') + 插入语 (if...) + 对比状语从句(while...)
·语法要点：① there be 句型表“存在”；②破折号间为if 引导的条件状语从句，作插入语，peoples 表“民族”，without a script 为介词短语作后置定语修饰 peoples；③ while 引导对比状语从句，表 “而”，从句中主语为compulsory school attendance，有两个并列谓语：became 和is still nonexistent；④多个 in + 国家+ 年份的短语作时间 / 地点状语，表义务教育立法的时间和地点。
·释义：因而不存在 “文盲”——如果这个词汇可以用于没有文字的民族的话 —— 而我们的义务教育制度，1642 年在德国成为法律，1806 年在法国，1876年在英国，如今在许多 “文明” 国家却仍未实行。
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12. This shows how long it was before we deemed it necessary to make sure that all our children could share in the knowledge accumulated by the 'happy few' during the past centuries.
·句子类型：复合句（主句主谓 + 多层宾语从句+ 分词作定语）
·核心结构：主句 (This shows) + 宾语从句(how long...) + 宾语从句 (that...)
·语法要点：①主句中 This 指代前文内容，shows后接 how long 引导的宾语从句；②宾语从句中用it was before... 结构，表 “过了多久才……”，第一个it 为形式主语，真正主语为 to make sure that...；③ deem it necessary to do 为固定搭配，it 为形式宾语，necessary为宾语补足语，to do 为真正宾语；④ that 引导 make sure 的宾语从句，accumulated by the 'happy few' 为过去分词短语作后置定语修饰 the knowledge，during the past centuries 为时间状语。
·释义：这说明，经过了漫长的岁月，我们才意识到必须确保所有孩子都能共享少数幸运者在数百年间积累的知识。
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13. Education in the wilderness is not a matter of monetary means.
·句子类型：简单句（主系表结构）
·核心结构：主语 (Education) + 后置定语(in the wilderness) + 系动词 (is not) + 表语(a matter) + 后置定语 (of monetary means)
·语法要点：① in the wilderness 为介词短语作后置定语，修饰 Education；② a matter of... 为固定搭配，表“…… 的问题；关于…… 的事”；③ monetary means 表“金钱手段；财力”。
·释义：偏远蛮荒地区的教育，并非是财力的问题。
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14. All are entitled to an equal start.
·句子类型：简单句（主系表结构）
·核心结构：主语 (All) + 系动词(are) + 表语 (entitled) + 状语(to an equal start)
·语法要点：① All 作主语，表 “所有人”，谓语用复数；② be entitled to sth 为固定搭配，表“有权享有某物；有资格获得某物”。
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·释义：所有人都有权享有平等的起步机会。
15. There is none of the hurry which, in our society, often hampers the full development of a growing personality.
·句子类型：复合句（there be 句型+ 定语从句）
·核心结构：主句 (There is none of the hurry) + 定语从句 (which...)
·语法要点：① none of the hurry 表“没有这种匆忙的状态”；② which 引导限制性定语从句，修饰 the hurry，in our society 为插入语，which在从句中作主语；③ hamper 为谓语动词，表“阻碍；妨碍”，the full development of... 为宾语，of a growing personality 修饰 development。
·释义：在那里，没有我们社会中这种匆忙的生活节奏，而这种匆忙往往会阻碍一个人个性的全面发展。
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16. There, a child grows up under the everpresent attention of his parents; therefore the jungles and the savannahs know of no 'juvenile delinquency'.
·句子类型：并列句（分号 + therefore 连接因果关系）
·核心结构：分句 1 (a child grows up...) + 分号 + therefore + 分句2 (the jungles and the savannahs know of no...)
·语法要点：① There 为地点状语，指代前文的 the wilderness；② under the everpresent attention of his parents 为介词短语作方式状语，修饰 grows up；③ therefore 表因果，连接两个分句；④ know of 为固定搭配，表“知道；了解”，此处用know of no... 表 “不存在……”；⑤ the jungles and the savannahs 指代蛮荒地区，拟人化表达。
·释义：在那里，孩子在父母无时无刻的关爱中成长；因此，丛林和草原上从未有过 “青少年犯罪”这一说法。
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17. No necessity of making a living away from home results in neglect of children, and no father is confronted with his inability to 'buy' an education for his child.
·句子类型：并列句（and 连接两个否定简单句）
·核心结构：分句 1 (No necessity...results in...) + and + 分句 2 (no father is confronted with...)
·语法要点：①分句 1 中of making a living away from home 为介词短语作后置定语，修饰 No necessity，away from home 为地点状语修饰 making a living，result in 为固定搭配，表 “导致；造成”；②分句2 中 be confronted with 为固定搭配，表“面临；遭遇”，his inability 为宾语，to 'buy' an education... 为不定式作后置定语修饰 inability。
·释义：人们无需背井离乡谋生，也就不会产生疏于照顾孩子的情况；父亲们也不会面临无力为孩子 “购置”教育的困境。
词汇：
一、核心词汇
1.education /ˌedʒuˈkeɪʃn/n. 教育；教育学
搭配：educational system 教育制度
2.adverse /ˈædvɜːs/adj. 不利的；逆境的
搭配：adverse circumstances 逆境
3.deprive /dɪˈpraɪv/v. 剥夺；使丧失
拓展：deprived adj. 被剥夺的（课文分词形式）
4.institution /ˌɪnstɪˈtjuːʃn/n. 机构；团体
搭配：institutions of learning 教育机构
5.enlightened /ɪnˈlaɪtnd/adj. 有见识的；开明的
搭配：enlightened young men and women 有知识的青年男女
6.potential /pəˈtenʃl/adj. 潜在的；可能的 n. 潜力
搭配：potential leaders 未来的栋梁
7.instruction /ɪnˈstrʌkʃn/n. 教学；指导
搭配：cycles of instruction 教学周期
8.punctuate /ˈpʌŋktʃueɪt/v. 加强；打断
用法：课文中表 “以…… 为辅助”
9.purchasable /ˈpɜːtʃəsəbl/adj. 可购买的
搭配：purchasable wells of wisdom 可买到的智慧源泉
10.civilization /ˌsɪvəlaɪˈzeɪʃn/n. 文明；文化
11.preacher /ˈpriːtʃə/n. 牧师；布道者
12.defendant /dɪˈfendənt/n. 被告
13.spiritual /ˈspɪrɪtʃuəl/adj. 精神的；心灵的
搭配：spiritual outlook 精神面貌
14.psychology /saɪˈkɒlədʒi/n. 心理学；心理
搭配：applied psychology 实用心理学
15.capacity /kəˈpæsəti/n. 能力；容量
搭配：the capacity to get along with sb 与人相处的能力
16.fashion /ˈfæʃn/v. 制作；仿效 n. 时尚
用法：课文中为动词，表 “仿效”
17.democratic /ˌdeməˈkrætɪk/adj. 民主的
搭配：democratic form 民主的形式
18.tribal /ˈtraɪbl/adj. 部落的；部族的
搭配：tribal people 部落民众
19.inherit /ɪnˈherɪt/v. 继承；遗传
拓展：inherited adj. 传承的（课文分词形式）
20.tradition /trəˈdɪʃn/n. 传统；惯例
搭配：by tradition 凭借传统
21.progressive /prəˈɡresɪv/adj. 进步的；先进的
搭配：progressive forms 先进的形式
22.primitive /ˈprɪmətɪv/adj. 原始的；远古的
搭配：primitive cultures 原始文化
23.obligation /ˌɒblɪˈɡeɪʃn/n. 义务；责任
24.binding /ˈbaɪndɪŋ/adj. 有约束力的
搭配：be binding to sb 对某人有约束力
25.illiterate /ɪˈlɪtərət/n. 文盲 adj. 文盲的
26.script /skrɪpt/n. 文字；脚本
搭配：without a script 没有文字
27.compulsory /kəmˈpʌlsəri/adj. 强制的；义务的
搭配：compulsory school attendance 义务教育
28.deem /diːm/v. 认为；视作
29.accumulate /əˈkjuːmjəleɪt/v. 积累；积聚
拓展：accumulated adj. 积累的（课文分词形式）
30.wilderness /ˈwɪldənəs/n. 荒野；蛮荒地区
31.monetary /ˈmʌnɪtri/adj. 金钱的；货币的
搭配：monetary means 财力；金钱手段
32.entitle /ɪnˈtaɪtl/v. 赋予权利；使有资格
拓展：entitled adj. 有资格的（课文表语形式）
33.hamper /ˈhæmpə/v. 阻碍；妨碍
34.personality /ˌpɜːsəˈnæləti/n. 个性；人格
搭配：growing personality 成长中的个性
35.everpresent /ˌevəˈpreznt/adj. 无时不在的；始终存在的
搭配：everpresent attention 无时无刻的关怀
36.savannah /səˈvænə/n. 稀树草原；草原
37.juvenile /ˈdʒuːvənaɪl/adj. 青少年的；幼稚的
搭配：juvenile delinquency青少年犯罪
38.neglect /nɪˈɡlekt/n. 忽视；疏忽 v. 忽略
搭配：neglect of children 疏于照顾孩子
39.confront /kənˈfrʌnt/v. 面临；遭遇
搭配：be confronted with 面临……
40.inability /ˌɪnəˈbɪləti/n. 无能；无力
搭配：inability to do sth 无力做某事
二、高级固定搭配
1.deprive sb of sth 剥夺某人某物
课文变式：deprived of one of the greatest twentieth-century opportunities（过去分词短语作状语）
2.invest in sth 投资于某物
例句：modern states 'invest' in institutions of learning
3.in the form of sth 以…… 的形式
例句：get back 'interest' in the form of a large group of enlightened young men and women
4.lay stress on sth 重视某物
拓展：lay less stress on...and more on... 更少重视……，更多重视……
例句：We would lay less stress on 'facts and figures' and more on a good memory
5.get along with sb 与某人相处
例句：the capacity of a man to get along with his fellow-citizens
6.be fashioned after sth 以…… 为蓝本；仿效……
例句：If our educational system were fashioned after its bookless past
7.be shared by sb 为某人所共享
例句：all knowledge inherited by tradition is shared by all
8.in this respect 在这个方面；从这个意义上讲
例句：in this respect everybody is equally equipped for life
9.be equipped for sth 为…… 做好准备；具备…… 的能力
例句：everybody is equally equipped for life
10.be binding to sb 对某人具有约束力
例句：the obligation to seek and to receive the traditional instruction is binding to all
11.be applied to sth/sb 适用于某物 / 某人
例句：if the term can be applied to peoples without a script
12.deem it + adj. + to do sth 认为做某事是…… 的
说明：it 为形式宾语，真正宾语为不定式
例句：we deemed it necessary to make sure that all our children could share in the knowledge
13.make sure that... 确保……
例句：make sure that all our children could share in the knowledge
14.share in sth 共享某物；参与某物
例句：all our children could share in the knowledge accumulated by the 'happy few'
15.a matter of sth 关于…… 的事；…… 的问题
例句：Education in the wilderness is not a matter of monetary means
16.be entitled to sth 有权享有某物；有资格获得某物
例句：All are entitled to an equal start
17.the full development of sth …… 的全面发展
例句：hampers the full development of a growing personality
18.under the attention of sb 在某人的关怀下
拓展：under the everpresent attention of sb 在某人无时无刻的关怀下
例句：a child grows up under the everpresent attention of his parents
19.know of sth 知道某物；了解某物
变式：know of no sth 不存在某物
例句：the jungles and the savannahs know of no 'juvenile delinquency'
20.make a living 谋生
拓展：make a living away from home 背井离乡谋生
例句：No necessity of making a living away from home results in neglect of children
21.result in sth 导致某事；造成某事
例句：No necessity of making a living away from home results in neglect of children
22.be confronted with sth 面临某事；遭遇某事
例句：no father is confronted with his inability to 'buy' an education for his child
三、拓展高频搭配
（一）教育相关
1.educational reform 教育改革
2.basic education 基础教育
3.higher education 高等教育
4.distance education 远程教育
5.educational opportunity 教育机会
6.equal education 平等教育
7.academic knowledge 学术知识
8.practical ability 实践能力
9.character education 品格教育
10.lifelong education 终身教育
（二）社会与文化相关
1.cultural heritage 文化遗产
2.traditional culture 传统文化
3.social progress 社会进步
4.equal rights 平等权利
5.social harmony 社会和谐
6.personal development 个人发展
7.moral education 道德教育
8.social responsibility 社会责任
9.cultural diversity 文化多样性
10.community life 社群生活
（三）课文原词延伸搭配
1.adverse effect 不利影响
2.potential ability 潜在能力
3.spiritual development 精神发展
4.compulsory education 义务教育（课文原词拓展）
5.accumulate experience 积累经验
6.personality cultivation 个性培养
7.juvenile education 青少年教育
8.neglect of duty 玩忽职守
9.primitive society 原始社会
10.democratic society 民主社会
句型：
句式 1
原句：A man without an education, many of us believe, is an unfortunate victim of adverse circumstances, deprived of one of the greatest twentieth-century opportunities.
套用结构：A [人/ 群体] without [核心事物], many of us believe, is an unfortunate victim of [不利处境], deprived of one of the greatest [时代 / 领域] opportunities.
替换示例：A student without self-discipline, many of us believe, is an unfortunate victim of lazy habits, deprived of one of the greatest campus learning opportunities.
适用场景：论述某类事物对人的重要性，缺失后的负面影响。
句式 2
原句：Convinced of the importance of education, modern states 'invest' in institutions of learning to get back 'interest' in the form of a large group of enlightened young men and women who are potential leaders.
套用结构：Convinced of the importance of [核心事物], [主体] invest in [相关载体] to get back 'interest' in the form of [积极结果].
替换示例：Convinced of the importance of environmental protection, enterprises invest in green technology to get back 'interest' in the form of sustainable development.
适用场景：说明主体因认可某事物重要性，进行投入并获得相应回报。
句式 3
原句：We would lay less stress on 'facts and figures' and more on a good memory, on applied psychology, and on the capacity of a man to get along with his fellow-citizens.
套用结构：We would lay less stress on [表面事物 / 形式化内容] and more on [核心能力 / 素养], on [相关素养 1], and on [相关素养2].
替换示例：We would lay less stress on exam scores and more on independent thinking, on practical problem-solving, and on the ability to cooperate with others.
适用场景：表达教育、学习、发展中，对内容的取舍与侧重。
句式 4
原句：It is the ideal condition of the 'equal start' which only our most progressive forms of modern education try to regain.
套用结构：It is the ideal condition of [核心目标] which only our most progressive [相关领域 / 形式] try to pursue/regain/achieve.
替换示例：It is the ideal condition of social equity which only our most progressive public policies try to pursue.
适用场景：强调某一理想状态的珍贵，及相关领域对其的追求。
句式 5
原句：This shows how long it was before we deemed it necessary to make sure that all our children could share in the knowledge accumulated by the 'happy few' during the past centuries.
套用结构：This shows how long it was before we deemed it necessary to make sure that [主体] could share in the [珍贵事物 / 资源] accumulated by [特定群体] during the past [时间段/ 发展阶段].
替换示例：This shows how long it was before we deemed it necessary to make sure that all citizens could share in the social welfare accumulated by the whole society during the past decades.
适用场景：论述社会发展中，人们对某类共享权益 / 资源的认知与重视过程。
